Unnes Science Education Journal starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/usej MIGRATION OFFICIAL STATEMENT HERE Unnes Science Education Journal [p-ISSN 2252-6617 | e-ISSN 2502-6232 | DOI 10.15294/usej] published by Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang Collaborate with Perkumpulan Pendidikan IPA Indonesia contains scientific research articles of science education, chemistry, physics, and biology; conceptual articles and Classroom Action Research {CAR}. Starting from 2022, this journal published articles three times in a year ie April, August and December. This journal contains innovative learning topics, development of learning tools, curiculum design, assessment, and the up to date scientific researchs view Focus and Scope. Abstracted/Indexed in Dimensions, SINTA, GARUDA, more.. Accreditation Certificate: 2023-2027
Trends and Mapping of STEAM-based Interactive Media: A Systematic and Bibliometric Review
Integrating interactive digital media with the STEAM approach is considered a potential solution to increase student engagement, creativity, and critical thinking. This study aims to systematically review the development and implementation of STEAM-based interactive learning media for education during 2016-2025. The method used was a systematic literature review by analyzing national and international publications relevant to STEAM integration, interactive media design, and learning outcomes in science education. In addition, this study also used a bibliographic analysis method. From 409 initial articles, 66 articles were selected for full review, and 16 articles met the inclusion criteria. Content analysis was conducted to examine the types of media, pedagogical approaches, education levels, and reported learning outcomes. All studies reported that interactive media have high validity and practicality, and are effective in improving concept understanding, learning independence, and student engagement. The findings show that STEAM-based interactive media significantly improves students' conceptual understanding, critical thinking, and creativity, as well as fostering motivation and reducing misconceptions. Furthermore, research trends highlight the increased adoption of web-based platforms, gamification, and contextual visualization to create meaningful learning experiences.
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Development of a Research-Based Digital Teaching Supplement on Heavy Metal Pollution to Equip Junior High School Students with Digital Literacy Skills
Heavy metal pollution is an environmental problem that directly impacts human health and the sustainability of aquatic ecosystems. Research indicates that the issue of heavy metal pollution can be used as a contextual learning resource to foster students’ digital literacy skills and environmental awareness. Preliminary observations at SMP Negeri 1 Boja revealed that students’ digital literacy skills remain relatively low, indicating the need for innovative learning resources to enhance these competencies. This study aims to develop a research-based digital teaching supplement on heavy metal pollution to equip junior high school students with digital literacy skills. The research employed the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The study involved eighth-grade students at SMP Negeri 1 Boja during the 2024/2025 academic year. Data analysis used descriptive statistics to assess validity and practicality, as well as percentage achievement analysis to evaluate students’ digital literacy. The results show that: (1) material expert validation scored 91.54% (very feasible) and media expert validation scored 93.07% (very feasible), (2) student responses indicated a practicality score of 93.06% (very practical), and (3) students’ digital literacy averaged 85.74% (very good) across the five aspects: accessing (90.00%), selecting (83.97%), understanding (90.15%), evaluating (80.44%), and producing (84.12%). These findings demonstrate that the developed research-based digital teaching supplement is highly feasible, highly practical, and effective in equipping students with strong digital literacy skills.
Development of a Research-Based E-Module on the Medicinal Plant Kesum (Polygonum minus) as an Antidiabetic for Enrichment of P5 Activities in Senior High School
The implementation of the Merdeka Curriculum at the senior high school (SMA) level emphasizes the execution of the Pancasila Student Profile Strengthening Project (P5), which instills character values and local wisdom. However, the learning modules utilized in P5 typically draw inspiration from online sources and frequently neglect to incorporate local potential. On the other hand, the increasing prevalence of diabetes in Indonesia has become an urgent public health issue, while the use of local medicinal plants such as kesum (Polygonum minus) has not been widely integrated into contextual learning in schools. This study aimed to develop a research-based e-module on the medicinal plant Kesum (Polygonum minus) as an antidiabetic, integrated with the Projek Penguatan Profil Pelajar Pancasila (P5). The development followed the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through teacher interviews and validation by nine experts in content, media, and language. Validation results indicated that the e-module was highly valid for use, with an average score of 86.82%. The practicality of the e-module was tested in a small group trial (1students), yielding a score of 80.75% (practical category), and in a large group trial (60 students), resulting in a score of 82.45% (highly practical category). The e-module was designed to support project-based learning by addressing local issues, strengthening students’ scientific literacy, and promoting local wisdom values. Therefore, this e-module is considered suitable as a contextual learning resource for implementing P5 in senior high schools.
Development of a Sway-Based Electronic Module Using a STEM Approach to Enhance Students’ Scientific Literacy
Scientific literacy is one of the abilities that encourages students to solve problems. Students still struggle to apply concepts to solve problems in everyday life, presenting a challenge for schools to develop teaching materials that train students’ scientific literacy skills in analyzing and solving problems related to Science, Technology, Engineering, and Mathematics. This study aims to analyze the characteristics, validity, practicality, and effectiveness of the Sway e-module STEM Approach in improving students’ scientific literacy skills. E-modules on the human respiratory system material were developed using the ADDIE development model, with 113 students as research subjects. The results of the study showed that (1) The validity of the Sway e-module STEM approach has a very valid category based on the assessment of five raters. (2) Sway e-module STEM Approach have the ideal characteristics that an e-module with a very good category should have. (3) STEM-based Sway e-modules are very practical to use in the learning process. (4) Sway e-module STEM Approach are effective in improving students’ scientific literacy skills, with an average n-gain of the experimental class of 0.50 and the control class of 0.29. Based on the research results, it can be concluded that e-modules that integrate the STEM approach and are presented using Microsoft Office Sway are more effective in improving students’ scientific literacy skills, especially in the aspect of evaluating and designing scientific questions with indicators of proposing ways to explore scientifically the questions given, with an n-gain of 0.79.
Fostering Critical Thinking in Biology Education Through a TGT-Based Digital Interactive Module
The advancement of 21st century education demands learning media that not only deliver subject content but also develop students’ critical thinking skills through interactive and collaborative experiences. This study aims to develop a digital interactive module based on the Team Games Tournament (TGT) model for the excretory system topic to enhance students’ critical thinking. The research employed the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate. The Define stage involved a needs analysis through interviews, questionnaires, and curriculum reviews. In the Design stage, the module was created by integrating interactive elements such as videos, animations, quizzes, and problem-solving tasks based on the TGT framework. The Develop stage included expert validations and limited trials with 30 tenth-grade students, using instruments such as validation sheets, response questionnaires, and critical thinking tests based on Facione’s indicators. Validation results showed that the module was highly valid, with scores of 98.67% from media experts and 99% from subject experts. The practicality score was also high, with 97.23% from teachers and 90.67% from students. The module’s effectiveness was demonstrated by a significant increase in students’ critical thinking, with an average N-Gain score of 0.83 (high category). These findings indicate that the TGT-based digital interactive module is valid, practical, and effective, and it can serve as an innovative learning resource for improving students’ critical thinking in biology education.
Development of STEM-Based E-Modules Integrated with Ethnoscience to Improve Creative Thinking Skills in Biotechnology Materials for Grade X Students
Creative thinking skills are part of the 21st century skills that need to be mastered and developed. Therefore, innovative teaching materials are needed that can help develop creative thinking skills. This development research aims to produce teaching materials in the form of STEM-based e-modules integrated with ethnoscience that are feasible, practical, and effective for students and teachers. The instruments used are needs analysis in the form of teacher interview guidelines and teacher and student needs questionnaires, material and media expert validation sheets, and practicality sheets. Then the effectiveness sheet in the form of pretest and post-test sheets. Based on the results of data analysis, media validation scored 99.2%, material validation results scored 88.23%, teacher response questionnaire results scored 98%, and student response questionnaire results scored 93.26%. The effectiveness assessment resulted in an average N-Gain score of 0.83 which is included in the highly criteria. Therefore, it can be concluded that this ethnoscience-integrated STEM-based e-module is feasible, practical, effective, and can facilitate the development of students’ creative thinking skills.
Integrated Interactive E-Module for Project-Based Learning to Enhance Independence and Conceptual Understanding of Alternative Energy
This study aims to develop an interactive e-module integrated with the Project-Based Learning (PjBL) model to enhance junior high school students’ independence and understanding of alternative energy concepts. Using the ADDIE-based Research and Development (R&D) method, the process included analysis, design, development, implementation, and evaluation stages. Expert validation, along with readability and practicality tests involving students, was conducted using various instruments, including questionnaires and pretest-posttest evaluations. The e-module achieved high validity, with Aiken's V scores of 0.94 for both media and content. It also gained high readability (84.3%) and practicality (89%) scores. The Wilcoxon test (p < 0.001) and a normalized gain of 0.75 indicated a significant improvement in students’ conceptual understanding. Additionally, the rate of learning independence increased by 85%. The Mann-Whitney test confirmed significant differences between experimental and control groups, proving the module's effectiveness in digital and contextual science learning. Overall, the e-module is effective for project-based science education. The study recommends applying similar approaches in other subjects and integrating advanced technology to support personalized and effective learning in the 21st century.
Analysis of the Validity and Readability of E-Supplement Based on Problem Based Learning Assissted Augmented Reality to Improving Students' Critical Thinking Skills
This study aims to analyze the validity and readability of Problem Based Learning (PBL)-based e-supplements assisted by Augmented Reality in improving students' critical thinking skills. Learning by utilizing teaching materials in the form of e-supplements integrated with PBL and Augmented Reality learning models is expected to provide a significant contribution to improving students' critical thinking skills, as well as providing new insights in developing effective digital teaching materials. This study usedthe research and development (R&D) method but only up to the small-scale trial stage. The subjects of this study were grade XI students of SMA N 6 Surakarta. The data instruments used in this study were media and material validation questionnaires and readability questionnaires. The product validity criteria are seen from the assessment of media and material expert validators, while the readability criteria are seen from the results of student response questionnaires. The results of the study showed that the validity of the product was declared very valid with an average of 94.5% for media experts and 93.7% for material experts. The readability value was considered very good with an average of 89.8%. Based on the research results obtained, it can be concluded that PBL-based e-supplement assisted by Augmented Reality is feasible and has the potential to improve students' critical thinking skills.
Ethnoscience E-Supplement for Critical Thinking and Cognitive Outcomes
Most education systems have not fully supported the development of students’ critical thinking skills, partly due to the limitations of teaching materials that only refer to textbooks. Complex material such as Earth Structure requires a more contextual and meaningful approach. One strategy that can be used is the development of ethnoscience-laden e-supplementary teaching materials that link the material with local wisdom. This study aims to analyze the validity, practicality, effectiveness, and characteristics of Ethnoscience-Laden E-Supplement Teaching Materials to improve students’ critical thinking skills and cognitive learning outcomes. The research used the ADDIE development model with instruments in the form of questionnaires, validation sheets, pretests, and posttests. The results showed that the E-Supplement was feasible to use in learning, with material validity of 94% and media of 95% (very valid category). The E-Supplement was also effective in improving critical thinking skills (average 69%, high category) and cognitive learning outcomes (N-Gain 61%, moderately effective category). Practicality was rated very well by teachers (97.67%) and students (85%). The characteristics of the E-Supplement are contextual, practical, and easy to use, and they raise the ethnoscience of the Sikidang Crater legend to increase student involvement and understanding in learning.
Integrating the Certainty of Response Index (CRI) with Environmental Literacy and Creative Thinking Indicators to Analyze Misconceptions in Renewable Energy Learning among Vocational High School Students
This study investigates vocational high school students’ misconceptions about renewable energy concepts using the Certainty of Response Index (CRI) and examines their relationship with environmental literacy and creative thinking skills. A descriptive quantitative design with a diagnostic approach was employed. The instruments consisted of a three-tier multiple-choice test for environmental literacy and a two-tier essay test for creative thinking, both validated through Aiken’s V (V = 0.75–1.00; valid–highly valid) and piloted prior to implementation. CRI analysis revealed substantial misconceptions, particularly in energy transition (67%) and marine energy utilization (50%). Students demonstrated stronger understanding of concrete topics (e.g., fossil energy impact, IoT integration) but struggled with abstract or unfamiliar content. Creative thinking performance was weakest in originality and elaboration, with errors linked to limited contextual exposure and insufficient inquiry-based learning opportunities. Notably, high confidence often accompanied incorrect reasoning, indicating entrenched misconceptions. Statistical analysis indicated a moderate positive correlation between environmental literacy and creative thinking (r = 0.56, p < 0.05). These findings highlight the potential of integrating CRI-based diagnostics with STEAM–SDGs-oriented, project-based, and contextual learning to address misconceptions, enhance environmental literacy, and develop students’ creative capacity. Such strategies are critical to bridging the knowledge–action gap and preparing students to tackle sustainable energy challenges in the era of the green economy.
Enhancing Student Sustainability Awareness in Science Education: A Systematic Literature Review
Sustainability awareness in secondary school students is an important element in modern education that aims to address global challenges such as climate change and environmental degradation. This study used a systematic literature review (SLR) approach to evaluate the level of sustainability awareness, the effectiveness of learning media, and the challenges of implementing sustainability-based learning. The analysis was conducted on 10 articles selected based on strict inclusion and exclusion criteria, using the PRISMA method and NVivo software. Results show that students' emotional awareness is at the highest level, followed by sustainability knowledge, while behavioral awareness is still low. Education for Sustainable Development (ESD)-based learning media proved most effective, followed by web-based applications and learning modules. Key challenges include teacher readiness, time constraints, and learning resources. The study concludes that there is a need for the integration of sustainability values in the curriculum, intensive training for teachers, and the use of innovative learning media to improve the success of sustainability education.
Design and Validation of Doodly-Based Physics Teaching Materials to Enhance Teachers’ Digital Competencies
In the rapidly advancing digital era, the integration of technology in education has become essential for enhancing the learning experience. One promising tool in this regard is animation software like Doodly, which can significantly elevate the quality of physics teaching. This research seeks to develop teaching materials for physics that leverage Doodly’s animation capabilities, aiming not only to bolster teachers’ digital skills but also to increase student engagement in the learning process. The methodology employed in this study involves a descriptive approach, with design validation conducted by experts in physics, multimedia learning, and educational technology. Expert validation sheets and revision guides were used as instruments, and the data were analyzed using Aiken’s V formula to assess the validity of the materials developed. The findings suggest that the Doodly-based physics teaching materials are of excellent quality, demonstrating high validity scores in terms of presentation feasibility (0.89), content feasibility (0.86), and language use (0.89). The animation-based approach in these materials has proven effective in improving students’ comprehension of challenging concepts while enriching their learning experience. However, the research also points out that certain aspects, such as visual design and video duration, could still benefit from further refinement. Ultimately, the study confirms that Doodly-based teaching resources are highly effective in enhancing both teachers’ digital competencies and student engagement, contributing significantly to the development of more dynamic, technology-driven physics education.
Development of a Problem-Based Learning (PBL) Ethnoscience E-Module on the Biodiversity of Herbal Plants to Enhance Junior High School Students Critical Thinking and Environmental Literacy
This study aims to develop and validate an ethnoscience-based Problem-Based Learning (PBL) e-module on the biodiversity of herbal plants to enhance junior high school students’ critical thinking and environmental literacy. The research used a modified 4D development model (Define, Design, Develop, Disseminate) involving content analysis, expert validation, and practicality testing. The e-module integrates local cultural knowledge with science learning through contextual material and interactive problem-solving activities. Validation was conducted by subject matter and media experts, while practicality was tested by one science teacher and 25 students. Results show the e-module received a content validity score of 90.34% (very valid) and a media validity score of 78.62% (valid). The characteristics assessment by three experts yielded an overall score of 92.69%, categorized as highly suitable for educational use. Practicality scores from teacher and student evaluations were 92.88% and 91.42%, respectively, indicating that the module is easy to use, relevant, and engaging. The findings conclude that the e-module is pedagogically appropriate, practical, and effectively integrates local wisdom into science learning. It supports the development of students’ critical thinking and environmental awareness and can be used as an innovative instructional resource in junior high school science education.
Development of Ethno-Virtual Reality Media in Biotechnology Project Learning to Realize Collaborative and Creative Skills
The development of Ethno-Virtual Reality (Ethno-VR) media in biotechnology project learning aims to analyze its development process, characteristics, validity, and practicality. This study uses a Research and Development (R&D) approach with the ADDIE model, covering five stages: Analysis, Design, Development, Implementation, and Evaluation. However, the implementation stage has not yet been carried out. The research subjects were Class X-4 students at SMA Negeri 1 Randudongkal. Data collection techniques included interviews, characteristic and validation questionnaires, and teacher and student response questionnaires. The findings show that Ethno-VR media received an excellent rating of 92.10% for its content and cultural feasibility, integration with ethnoscience, alignment with project-based learning, and potential to foster collaborative and creative skills. The media was deemed highly valid, with material validation scores of 96.66% and media validation scores of 94.60%. Its practicality was also rated very high, with teacher response scores at 93.75% and student responses at 86.48%. In conclusion, the developed Ethno-VR media demonstrates excellent characteristics, high validity, and strong practicality, making it highly suitable for implementation in high school biotechnology project learning.
Identification of Sustainable Environmental Literacy Needs as A Basis for Developing SDGs-Based Instruments
Sustainable environmental literacy is an important competency in supporting the achievement of the Sustainable Development Goals (SDGs), especially for prospective science teacher students. This study aims to identify the need for sustainable environmental literacy as a basis for developing measurement instruments that are relevant to the context of education and global environmental challenges. This study uses a descriptive approach by compiling indicators based on cognitive, affective, and psychomotor dimensions, and considering aspects of social awareness and real action. The results of the analysis show a gap between students' pro-environmental knowledge and attitudes and their actual behavior in everyday life. This finding emphasizes the importance of instruments that are able to describe environmental literacy conditions holistically to support transformative education and form agents of change who care about environmental sustainability.
Feasibility Analysis of Scientific Reasoning Skills Instruments for Prospective Science Teachers Using The Rasch Model
This study aims to analyze the feasibility of a scientific reasoning ability test instrument for prospective science teachers using the Rasch model. The instrument developed refers to Lawson's Classroom Test of Scientific Reasoning (LCTSR) indicators, focusing on scientific reasoning abilities, including variable control, combinatorial, probability, relational, and proportional thinking. The analysis was carried out using the Rasch Model with the WINSTEPS Version 5.7.3.0 application to test the validity, reliability, and characteristics of the test items. The feasibility test was carried out on 40 multiple-choice questions, tested on 110 test samples. The analysis results showed that 25 of the 40 questions were valid and covered all indicators of problem-solving skills. The test instrument also has a high level of internal consistency with a person reliability value of 0.84 and an item reliability of 0.95. Analysis of the level of difficulty of the test items showed a balanced distribution between very difficult, difficult, moderate, and easy questions. No items were detected as biased, indicating that this instrument is fair and can be used without favoring one group of individuals. Overall, the developed problem-solving skills test instrument is valid and reliable for use on prospective science teachers, assisting educators in evaluating students' problem-solving skills, providing constructive feedback, and improving the quality of learning in science.
The Development of Google Sites Learning Media Integrated with Islamic Values to Improve Religious Characters and Critical Thinking Skills
This research aims to determine the characteristics of Google Sites learning media integrated with Islamic values on Static Electricity material and its impact on the improvement of religious characters and critical thinking skills. The research method used is R&D with the ADDIE type. The research results show that the Google Sites learning media integrated with Islamic values on Static Electricity material is very valid for use. The validation scores from media and material experts were 4.38 and 4.42, respectively, with very valid criteria. The results of the data analysis show the N-Gain test results for 1 religious characters indicator with a high criterion and 7 religious character indicators with a medium criterion. The results of the N-Gain test for critical thinking skills showed 3 indicators with high criteria and 2 indicators with medium criteria. The results of the t-test for religious characters and critical thinking skills show a significant difference between the pretest and posttest scores. Based on the research results, the Google Sites learning media integrated with Islamic values on Static Electricity material is valid, usable, and can enhance the religious characters and critical thinking skills of the students.
Development of Science E-Module Based on Case Method to Im-prove Students’ Problem Solving Skills
Life in the 21st century is full of challenges and problems that need to be solved in order to survive in global competition. This condition makes science education in the 21st century must be able to produce graduates who are not only good at knowledge, but also have critical thinking skills, creativity, collaboration, communication, not to mention problem solving. The purpose of this study was to analyze the effectiveness of e-modules based on case methods to improve the problem solving skills of prospective science teachers. This research uses RnD with the ADDIE model. Then e-module based on case methods that has been developed is implemented in basic science learning with a quasi-experimental design Nonequivalent control group design. Data analysis was conducted with the validity, characteristics, and effectiveness of e-modules based on case methods. The results showed that the e-module based on case methods was valid for use with a value of 0.98. The implementation of e-modules showed an increase in pretest and posttest results with an experimental class n-gain score of 0.85 with high criteria, while the control class n-gain score was 0.68 with moderate criteria. The conclusion of this study is that the e-module based on case methods is effectively used to improve the problem solving skills of prospective teacher students in Basic Science courses.
Development of Biotechnology E-Module Loaded with Ethnoscience to Equip Students with Science Process Skills & Science Literacy
Science learning in Curriculum 2013 emphasises the integration of attitudes, knowledge and skills, especially science process skills which include observation, hypothesis formulation, experimental design, data analysis and communication of results. However, students’ science process skills in some parts of Indonesia are still low due to conventional learning methods and lack of local context. This research aims to develop ethnoscience-based biotechnology learning e-modules that integrate local wisdom to improve students’ science process skills and science literacy. The research method used Research and Development (R&D) with the 4D model (define, design, develop, disseminate). The e-module was developed using Canva and Heyzine applications with contextualised practicum and ethnovlog content. Expert validation was conducted to ensure the feasibility of materials and media, as well as instrument reliability and question differentiation tests. The results showed that this e-module is feasible to use, practical, effective, and can improve students’ science process skills and science literacy. The use of ethnoscience-based digital media provides a more meaningful and contextualised learning experience, supporting increased motivation and learning outcomes.
The Implementation of Local Wisdom-Based Teaching Material to Increase Students’ Literacy and Numeracy
This study aims to analyze of the availability of local wisdom-based teaching materials today, the characteristics, validity, readability, effectiveness, and practicality of local wisdom-based teaching materials on the topic of Sound Waves to increasing literacy and numeracy students’. The research design used was called research and development (R&D) with a product trial design using a quasi-experimental design. The research was conducted on students of 11th grade at High School at Bandar Lampung. Data analysis techniques using descriptive, percentages, normalized gains <g>, and t-test. Based on research data analysis, it was found that the results of the literature review using VOSviewer reflect that local wisdom-based education is not only seen as a cultural approach, but has also moved towards integration with 21st century basic competencies. Temporal visualization also shows a shift from a conceptual approach to the development of more applicable learning tools and learning strategies. This condition underlies the development of local wisdom-based teaching materials. The materials significantly improved students’ literacy and numeracy, with the experimental group achieving a high effectiveness category, <g>=0.70, compared to the control group’s low effectiveness, <g>=0.17. Statistical analysis confirmed the significance of the improvement, with the t calculation of 9,41. Practicality tests indicated a very practical rating from teachers (93.5%) and a practical rating from students (84%). The study’s findings indicate that the implementation of local wisdom into teaching materials represents a promising strategy for enhancing student learning outcomes and aligning instructional practices with cultural and educational goals.
Development of Ethnoscience E-Module Integrating Sedekah Laut to Enhance Biodiversity Learning
Development and Validation of a Research Skills Instrument for Students in the Context of Environmental Change to Support the Clean Water and Sanitation Goal
Research skills are an essential competencies in biology education, particularly in understanding environmental changes topic. One crucial aspect of this topic is the effort to maintain the quality of natural resources, including clean water, which aligns with Sustainable Development Goal (SDG) 6: Clean Water and Sanitation. However, there is currently no specific instrument designed to assess students’ research skills, especially in the context of environmental change related to clean water and sanitation. Therefore, this study aims to develop a multiple-choice research skills assessment instrument. The development process followed the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. Data were analyzed using descriptive statistics to evaluate the validity, reliability, and feasibility of the instrument, and the results were interpreted to determine the instrument’s effectiveness in assessing students’ research skills. Expert validation results indicate that the instrument has a feasibility score of 82.55%. A field trial involving 63 students revealed that out of 26 test items, 13 were accepted, 5 required revision and 8 were rejected based on validity, reliability, difficulty level, and discrimination index analyses. Overall, the instrument is valid, reliable, and effective in measuring students’ research skills. Future research is recommended to develop more contextually relevant instruments that better reflect students’ research skills in addressing real-world challenges. Additionally, further validation in broader educational settings is necessary to ensure the instrument’s effectiveness across various instructional methods.
Exploring Science Teacher Prospective Misconception in Hydrocarbon: a Diagnostic Three Tiers Test
Chemistry learning is considered a difficult and complex subject for some students and prospective science teachers. For this reason, it is necessary to know the understanding related to chemistry learning, especially on hydrocarbon materials so as not to cause misconceptions. The aim of this research is to identify organic chemistry misconceptions among prospective science teacher students regarding hydrocarbon material, namely the characteristics of hydrocarbons and isomers of chemical compounds. This research approach was qualitative using descriptive analyze combined with systematic literarature review and bibliometric. Determining misconceptions using a modified three tiers diagnostic test. The research subjects were 12 students and the questions tested were 10 essay questions. The results of the research showed that high misconceptions (81.2%) regarding naming, chemical reactions, isomers, and chirality, highlighting the prevalence of misconceptions in basic concepts. This research emphasizes the importance of good concept understanding to prevent misconceptions among prospective science teachers.
Development of a PBL E-module Integrated with Reog Ponorogo Ethnoscience to Improve Critical Thinking Skills
This research aims to develop a Problem-Based Learning (PBL) e-module inte grated with ethnoscience of Reog Ponorogo to enhance critical thinking skills. This research falls under development research, utilizing the 4D model (define, design, development, disseminate). The e-module was validated by three experts: media experts, material experts, and language experts, with six validators in each category. Additionally, a limited trial was conducted through a readability test involving two science teachers and ten seventh-grade students. The results of this research are as follows: (1) The e-module integrates local culture elements of Reog Ponorogo as learning material and is analyzed scientifically; (2) The validity results using Aiken’s formula indicate that all items were declared valid, as the calculated V value was greater than the V table (0.78) for 30 media validation items, 17 material validation items, and 9 language validation items; (3) The response results from the limited-scale readability test showed an average score of 90.5 from teachers and 87.3 from students, categorized as very good. Thus, the developed e-module has met the feasibility standards as a digital learning resource and can be tested on a larger scale to evaluate its effectiveness in improving students’ critical thinking skills.
Unraveling Metacognitive Regulation in Physics: Mapping High School Students’ Skills using the Rasch Model
Metacognitive regulation skills are crucial in addressing increasingly complex global challenges. These skills enable individuals to comprehensively solve problems by managing their thinking strategies effectively. This study employs a descriptive approach and utilizes the Metacognitive Awareness Inventory, adapted from Schraw and Dennison’s work. The descriptive research involved 53 tenth grade students from a high school. The primary objective of this study is to map metacognitive regulation and their potential in tackling complex problems. Data analysis integrates Likert-scale results with percentage calculations for each as pect. Additionally, the data were analyzed to determine the reliability of the instrument, identify metacognitive regulation patterns, and map the distribution of students’ abilities using the Rasch model. The findings reveal variations in students’ metacognitive regulation achievements: Planning 82%, Information Management Strategies 73%, Comprehension Monitoring 77%, Debugging Strategies 82%, and Evaluation 92%. These indicate that students’ metacognitive regulation still require further development like Information Management Strategies. The conclusion of this research is students’ metacognitive regulation shows variation across domains and it has significant potential in helping to solve complex problems. This study underscores the importance of designing targeted instructional strategies to enhance students’ metacognitive regulation skills, ensuring they are better equipped to handle complex learning challenges.
Misconceptions of the 6th Grade Elementary School Science Textbook
Science learning is learning that contains many concepts so that there is the potential for misconceptions to occur in the learning process. Science misconceptions do not only occur in students and teachers, but also in textbooks that are used as learning materials. This study aims to identify science concepts that contain misconceptions in the IPAS grade VI book. Qualitative description using a content analysis approach was used as a method to analyze the concepts presented in the grade VI IPAS book. The data analysis technique uses a reference to five types of misconceptions, namely misidentifications, oversimplifications, overgeneralizations, undergeneralizations, and obsolete concepts and terms. The results of this study revealed the existence of misconceptions found in four chapters related to science material in the IPAS grade VI book. The seven misconceptions that were found consisted of two misconceptions of overgeneralizations and five misconceptions of oversimplifications.
Effectiveness of Padlet-Based Interactive Media to Increase Literacy in Environmental Change Material for Vocational School Students
Padlet-based interactive media can be used as a learning resource for students to increase environmental literacy. Based on the results of initial observations, it has not been optimal in linking environmental change material with environmental literacy. Students do not understand environmental literacy in a broad and global perspective. So students’ environmental literacy skills are lacking. The aim of this research is to determine the effectiveness of Padlet-based interactive media in increasing environmental literacy in vocational school students’ environmental change material. his study uses a quantitative method. The test subjects in this research were class X students at Al Ittihad Bringin Vocational School for the 2024/2025 academic year. The instruments used are multiple choice tests and LKPD. The results of this research are in the form of Padlet-based interactive me dia to increase environmental literacy that is valid, easy to understand and practical. The results of the effectiveness of Padlet-based interactive media in increasing environmental literacy can be seen from the N-gain value in the knowledge aspect of 0.88 in the high category, the attitude aspect of 0.82 in the high category, and the knowledge skills aspect of 0.81 in the high category. High criteria indicate that Padlet-based interactive media is effective in increasing students’ environmental literacy, especially in environmental change material.
Mini Research Learning on Ecosystem Material Based Semarang Local Potential Towards Critical Thinking and Environmental Awareness Among Elementary School Student
This study aims to analyze the Critical Thinking and Environmental Awareness Among Elementary School Student through mini research learning on Ecosystem material, utilizing Semarang’s local potential. The research method employed is qualitative with descriptive qualitative analysis. The subjects of the study were Phase C students from Grade 6 at elementary school (SD) Nongkosawit 01 and SD Islam Bintang Juara, located in Gunungpati, Semarang City. Mini research learning is a teaching method that guides students in conducting scientific processes. This approach leverages Semarang’s local potential, specifically the Tapak Mangrove Forest in Tugurejo, Semarang City, allowing students to learn about the Ecosystem material more contextually and concretely. Ecosystem material is one of the essential topics in the curriculum. The study assessed two main student character traits: critical reasoning and environmental awareness. The analysis of critical reasoning, based on the LKPD assessment and N-gain scores, showed good results. Similarly, environmental awareness, as measured by a questionnaire, indicated that 79.64% of students demonstrated strong character in this area. Based on the findings, mini research learning that incorporates Semarang’s local potential is effective in fostering critical reasoning and environmental awareness among elementary school students.
Effectiveness A Science Textbook Based on Local Wisdom of Grenden Village to Improve the Science Literacy of Junior High School Students
Science learning aims to deepen students’ understanding of scientific concepts and equip them with the necessary scientific literacy skills for everyday life. However, the 2022 PISA survey results show that Indonesian students’ science literacy is still low. This study aims to assess the effectiveness of a science textbook based on the local potential of Grenden Village to improve the science literacy of junior high school students. The research method used is the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The research subjects were seventh-grade students at Junior High School 1 Puger. The research data consisted of effectiveness sheets, interviews, and documentation. The results showed that the developed textbook obtained effectiveness with an N-gain score of 0.58. The student response questionnaire obtained an average score of 82%. This study concludes that the developed textbook is valid, practical, and effective in improving the science literacy of junior high school students. The developed science textbook can be utilized to the fullest by students, teachers, and schools to effectively improve the science literacy of junior high school students, while further research can enhance the textbook by incorporating additional varied exercises and student activities tailored to their needs.
Analyzing Misconceptions Using Four-tier Test on the Topic of Vibration: A Survey of Pre-service Science Teachers
Vibration is one of the essential topics in science education. Pre-service science teachers still often experience difficulties in learning this topic. There are several previous studies related to misconceptions on the topic of vibration. However, research on misconceptions in pre-service science teachers is still limited. This study aimed to analyze pre-service science teachers' misconceptions on the topic of vibration. This research uses a quantitative approach with a survey method. The research instruments include a four-tier test and interviews. The participants in this study consist of 96 pre-service science teachers from a university in Bandung, Indonesia. The results of the analysis showed that pre-service science teachers who had Scientific Knowledge were 31.1%, lack of knowledge 26.9%, misconception 8.0%, false positive 1.8%, and false negative 2.2%. The most common misconception found relates to the relationship between frequency and mass. The perception of pre-service science teachers regarding the four-tier test questions is very easy 0%, easy 6.7%, neutral 36.7%, difficult 53.3%, and very difficult 3.3%. The findings show that many pre-service science teachers still have misconceptions about the topic of vibration so lecturers should strengthen the concepts of Fundamental Physics first before students take advanced physics courses.